Price Eboni G, Gozu Aysegul, Kern David E, Powe Neil R, Wand Gary S, Golden Sherita, Cooper Lisa A
Department of Medicine, Division of General Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, MD, USA.
J Gen Intern Med. 2005 Jul;20(7):565-71. doi: 10.1111/j.1525-1497.2005.0127.x.
Ethnic diversity among physicians may be linked to improved access and quality of care for minorities. Academic medical institutions are challenged to increase representation of ethnic minorities among health professionals.
To explore the perceptions of physician faculty regarding the following: (1) the institution's cultural diversity climate and (2) facilitators and barriers to success and professional satisfaction in academic medicine within this context.
Qualitative study using focus groups and semi-structured interviews.
Nontenured physicians in the tenure track at the Johns Hopkins University School of Medicine.
Focus groups and interviews were audio-taped, transcribed verbatim, and reviewed for thematic content in a 3-stage independent review/adjudication process.
Study participants included 29 faculty representing 9 clinical departments, 4 career tracks, and 4 ethnic groups. In defining cultural diversity, faculty noted visible (race/ethnicity, foreign-born status, gender) and invisible (religion, sexual orientation) dimensions. They believe visible dimensions provoke bias and cumulative advantages or disadvantages in the workplace. Minority and foreign-born faculty report ethnicity-based disparities in recruitment and subtle manifestations of bias in the promotion process. Minority and majority faculty agree that ethnic differences in prior educational opportunities lead to disparities in exposure to career options, and qualifications for and subsequent recruitment to training programs and faculty positions. Minority faculty also describe structural barriers (poor retention efforts, lack of mentorship) that hinder their success and professional satisfaction after recruitment. To effectively manage the diversity climate, our faculty recommended 4 strategies for improving the psychological climate and structural diversity of the institution.
Soliciting input from faculty provides tangible ideas regarding interventions to improve an institution's diversity climate.
医生群体中的种族多样性可能与改善少数族裔获得医疗服务的机会及医疗服务质量相关。学术医疗机构面临着增加卫生专业人员中少数族裔代表性的挑战。
探讨医师教员对以下方面的看法：（1）机构的文化多样性氛围；（2）在此背景下学术医学领域取得成功和职业满意度的促进因素与障碍。
采用焦点小组和半结构化访谈的定性研究。
约翰·霍普金斯大学医学院处于终身教职轨道的非终身制医生。
焦点小组和访谈进行了录音，逐字转录，并在一个三阶段的独立审查/裁决过程中对主题内容进行审查。
研究参与者包括29名教员，代表9个临床科室、4种职业轨迹和4个种族群体。在定义文化多样性时，教员们指出了可见维度（种族/族裔、外国出生身份、性别）和不可见维度（宗教、性取向）。他们认为可见维度会在工作场所引发偏见以及累积的优势或劣势。少数族裔和外国出生的教员报告了招聘中基于种族的差异以及晋升过程中偏见的微妙表现。少数族裔和多数族裔教员一致认为，先前教育机会中的种族差异导致了在接触职业选择、获得培训项目和教员职位的资格及后续招聘方面的差异。少数族裔教员还描述了阻碍他们在被招聘后取得成功和职业满意度的结构性障碍（留用措施不力、缺乏指导）。为了有效管理多样性氛围，我们的教员推荐了4种改善机构心理氛围和结构多样性的策略。
征求教员的意见为改善机构多样性氛围的干预措施提供了切实可行的想法。
